{"title":"NEWS AND EVENTS / NOVOSTI I DOGAĐAJI","authors":"N. Nn","doi":"10.15516/cje.v16i4.1655","DOIUrl":"https://doi.org/10.15516/cje.v16i4.1655","url":null,"abstract":"","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"10 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2018-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90775830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Taking into consideration children’s essential and existential needs to adapt to contemporary life circumstances, the future of kinesiology education must be viewed in the context of at least four factors. Those are continuous change, children’s sensibility towards contemporary civilizational trends, the need for a continuous transformation of the educational system and emphasized importance of kinesiology and its applied areas within that system. Kinesiology theory and kinesiology practice readily confront contemporary life circumstances, and numerous research indicate that appropriate teaching of physical and health education, alongside physical exercise are becoming a universal corrective to insufficient physical activity. With such awareness, the paradigm of kinesiology education of the future implies dealing with issues, which immanently belong to kinesiology and its applied areas, but also dealing with other global issues, or their parts that other sciences do not deal with. It is expected that the changes of paradigm of the substrate science with its applied areas, and their authority be scientifically founded. Applied areas of kinesiology in the broadest sense, the physical and health education field in the narrower sense and, physical and health education in the narrowest sense have exceptional merit. This merit is, among other, reflected in its universality, intactness, domination and other comparative advantages making it, alongside family and school, the third system of education. One of the strategic developments of kinesiology education of the future, with respect to the increased presence of motor inactivity among all age groups, children, pupils and youth, should be in the direction of promoting a new lifestyle. In that sense, ensuring the acquisition of kinesiology literacy throughout schooling should be proclaimed a basic human right and an initiative for adopting it in the “Declaration of Human Rights” of the United Nations. Various types of diagnostic procedures are implemented in theory and practice of many areas including the field of kinesiology education; however, educational diagnostics is scarce. The future of kinesiology education most certainly depends on the appropriate education of future kinesiology professionals, their professional development, but also on defining standards of the kinesiology profession, in line with new and significantly changed life and work circumstances of present-day society. Kinesiology as a substrate science and its applied areas confidently approach the future which is evident in the achieved results. It is expected that awareness of the necessity of engaging in physical activities throughout a person’s life, age-appropriate and taking into consideration opportunities and circumstances will gain ground in the 21st century. What is more, everything points to the conclusion that not only will man and society recognize that physical activity are the sine qua non of human existence
考虑到儿童适应当代生活环境的本质和生存需求，运动机能学教育的未来必须在至少四个因素的背景下看待。这些是不断的变化，儿童对当代文明趋势的敏感性，教育制度不断改革的必要性，以及强调运动机能学及其在该系统内应用领域的重要性。运动机能学理论和运动机能学实践很容易面对当代生活环境，大量研究表明，适当的体育和健康教育教学以及体育锻炼正在成为一种普遍的纠正体育活动不足的方法。有了这样的意识，未来运动机能学教育的范式意味着处理问题，这些问题本质上属于运动机能学及其应用领域，但也处理其他全球性问题，或其他科学没有处理的部分。期待基质科学范式的变迁及其应用领域的权威性得到科学的确立。运动机能学在最广义上的应用领域、狭义上的体育与健康教育领域以及最狭义上的体育与健康教育都有其独特的优点。除其他外，这一优点反映在其普遍性、完整性、支配性和其他比较优势上，使其成为继家庭和学校之后的第三种教育制度。鉴于所有年龄组(儿童、小学生和青年)中运动不活动现象的增加，未来运动机能学教育的战略发展之一应该朝着促进新的生活方式的方向发展。从这个意义上说，确保在整个学校学习中掌握人体运动学知识应被宣布为一项基本人权，并应在联合国《人权宣言》中宣布为一项通过这项权利的倡议。各种类型的诊断程序在许多领域的理论和实践中实施，包括运动机能学教育领域;然而，教育诊断是稀缺的。运动机能学教育的未来当然取决于对未来运动机能学专业人员的适当教育，他们的专业发展，但也取决于定义运动机能学专业的标准，以适应当今社会新的和显著变化的生活和工作环境。运动机能学作为一门基础科学及其应用领域自信地接近未来，这在取得的成果中是显而易见的。预计在21世纪，人们将越来越认识到，在一个人的一生中，在与年龄相适应的情况下，考虑到机会和环境，参加体育活动的必要性。更重要的是，一切都表明，不仅人类和社会将认识到体育活动是人类生存的必要条件，而且没有运动机能学及其应用领域，文明社会的目标就无法实现!关键词:运动学，运动学教育，当代条件，未来，教育体系，运动学素养——Sažetak Kinezioloska edukacija buducnosti posebice is motrista esencijalnih i egzistencijalnih potreba adaptacije djece na svega stalnost projena, osjetljivost najmlađih na suverene civilacijske tokove，Potrebu stalne transformacije odgojno-obrazovnog sustava naglaseni znacaj kineziologije I njezinih prijenjenih podrucja u Tom sustavu。Suvremeni životni uvjeti su spremno docekani od strane kineziologijske teorije i kinzioloske prakse, a brojna istraživanja pokazuju kako primjereno provođenje nastave jelesne i zdravstevene文化，ali i jelesno vježbanje poststaje univerzalni korektiv nedovoljnoj jelesnoj aktivnosti。我们的目标是把spoznaje范例kinzioloske edukacije buducnosti podrazumijeva bavljenje problematikom kojima imanjezinim prijenjenm podrucjima全球问题，并将其与问题联系在一起。研究结果表明，该方法是一种有效的方法，可以有效地提高人类的生存能力，提高人类的生存能力。Primijenjena podrucja kineziologije u najsirem smislu, the jelesno i zdravstveno obrazovno podrucje u užem smislu the jdravstvena kulturu najužem smislu imaju izuzetnu vrijednost koja se, uz ostalo ocituje u tome to u suremrememustvu preprestuja zbog svoje univerzalnosti, intaktnosti, dominacije, kao i brojnih drugih比较prednosti, uz obitelj i skolu, trereci oddrucja -obrazovni susstav。 考虑到儿童适应当代生活环境的本质和生存需求，运动机能学教育的未来必须在至少四个因素的背景下看待。这些是不断的变化，儿童对当代文明趋势的敏感性，教育制度不断改革的必要性，以及强调运动机能学及其在该系统内应用领域的重要性。运动机能学理论和运动机能学实践很容易面对当代生活环境，大量研究表明，适当的体育和健康教育教学以及体育锻炼正在成为一种普遍的纠正体育活动不足的方法。有了这样的意识，未来运动机能学教育的范式意味着处理问题，这些问题本质上属于运动机能学及其应用领域，但也处理其他全球性问题，或其他科学没有处理的部分。期待基质科学范式的变迁及其应用领域的权威性得到科学的确立。运动机能学在最广义上的应用领域、狭义上的体育与健康教育领域以及最狭义上的体育与健康教育都有其独特的优点。除其他外，这一优点反映在其普遍性、完整性、支配性和其他比较优势上，使其成为继家庭和学校之后的第三种教育制度。鉴于所有年龄组(儿童、小学生和青年)中运动不活动现象的增加，未来运动机能学教育的战略发展之一应该朝着促进新的生活方式的方向发展。从这个意义上说，确保在整个学校学习中掌握人体运动学知识应被宣布为一项基本人权，并应在联合国《人权宣言》中宣布为一项通过这项权利的倡议。各种类型的诊断程序在许多领域的理论和实践中实施，包括运动机能学教育领域;然而，教育诊断是稀缺的。运动机能学教育的未来当然取决于对未来运动机能学专业人员的适当教育，他们的专业发展，但也取决于定义运动机能学专业的标准，以适应当今社会新的和显著变化的生活和工作环境。运动机能学作为一门基础科学及其应用领域自信地接近未来，这在取得的成果中是显而易见的。预计在21世纪，人们将越来越认识到，在一个人的一生中，在与年龄相适应的情况下，考虑到机会和环境，参加体育活动的必要性。更重要的是，一切都表明，不仅人类和社会将认识到体育活动是人类生存的必要条件，而且没有运动机能学及其应用领域，文明社会的目标就无法实现!关键词:运动学，运动学教育，当代条件，未来，教育体系，运动学素养——Sažetak Kinezioloska edukacija buducnosti posebice is motrista esencijalnih i egzistencijalnih potre
{"title":"Kinesiology education of the future / Kineziološka edukacija budućnosti","authors":"V. Findak","doi":"10.15516/cje.v19i0.2660","DOIUrl":"https://doi.org/10.15516/cje.v19i0.2660","url":null,"abstract":"Abstract Taking into consideration children’s essential and existential needs to adapt to contemporary life circumstances, the future of kinesiology education must be viewed in the context of at least four factors. Those are continuous change, children’s sensibility towards contemporary civilizational trends, the need for a continuous transformation of the educational system and emphasized importance of kinesiology and its applied areas within that system. Kinesiology theory and kinesiology practice readily confront contemporary life circumstances, and numerous research indicate that appropriate teaching of physical and health education, alongside physical exercise are becoming a universal corrective to insufficient physical activity. With such awareness, the paradigm of kinesiology education of the future implies dealing with issues, which immanently belong to kinesiology and its applied areas, but also dealing with other global issues, or their parts that other sciences do not deal with. It is expected that the changes of paradigm of the substrate science with its applied areas, and their authority be scientifically founded. Applied areas of kinesiology in the broadest sense, the physical and health education field in the narrower sense and, physical and health education in the narrowest sense have exceptional merit. This merit is, among other, reflected in its universality, intactness, domination and other comparative advantages making it, alongside family and school, the third system of education. One of the strategic developments of kinesiology education of the future, with respect to the increased presence of motor inactivity among all age groups, children, pupils and youth, should be in the direction of promoting a new lifestyle. In that sense, ensuring the acquisition of kinesiology literacy throughout schooling should be proclaimed a basic human right and an initiative for adopting it in the “Declaration of Human Rights” of the United Nations. Various types of diagnostic procedures are implemented in theory and practice of many areas including the field of kinesiology education; however, educational diagnostics is scarce. The future of kinesiology education most certainly depends on the appropriate education of future kinesiology professionals, their professional development, but also on defining standards of the kinesiology profession, in line with new and significantly changed life and work circumstances of present-day society. Kinesiology as a substrate science and its applied areas confidently approach the future which is evident in the achieved results. It is expected that awareness of the necessity of engaging in physical activities throughout a person’s life, age-appropriate and taking into consideration opportunities and circumstances will gain ground in the 21st century. What is more, everything points to the conclusion that not only will man and society recognize that physical activity are the sine qua non of human existence","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"1 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2018-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82467040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Marija Lorger, Marija Zegnal Koretić, Srna Jenko Miholić
Abstract The aim of the paper was to determine metric characteristics of the coordination and precision test named “ball-foot-wall” (Bos, 2001 according to Crnokic, 2011) on a sample of early and pre-school education students. The study sample consisted of 25 students first and second year of the Faculty of teacher education in Petrinja. Next to descriptive statistics, normality of distribution was tested, coefficients of reliability and the average correlation between the particles. Factor structure was checked with component analysis. The results showed satisfactory values of reliability coefficients. The isolated factor “covered up” 72.19% of the total value of the correlation matrix and indicates the existence of a common object of measurement, in this case, motoric skills coordination and precision. Although, the test was intended for use with children, age 6-11, to verify Universal sports school participants’ skills (Bos, 2001 according to Crnokic, 2011) its use with elderly participants showed good metric characteristics and can be used in practice with this age group of students. Given to the small number of participants in the study for further determination of metric characteristics of this test it is recommended significantly larger sample. Key words: motor skills, female students, early and pre-school education --- Sažetak Cilj rada je utvrditi metrijske karakteristike testa koordinacije i preciznosti ,,Lopta – noga – zid“ na uzorku studentica ranog i predskolskog odgoja i obrazovanja. Uzorak sudionica u istraživanju cinilo je 25 studentica prve i druge godine Uciteljskog fakulteta Odsjeka u Petrinji. Uz deskriptivnu statistiku testiran je normalitet distribucija, izracunati su koeficijenti pouzdanosti i prosjecna korelacija među cesticama. Faktorska struktura provjerena je komponentnom analizom. Dobiveni rezultati pokazali su zadovoljavajuce vrijednosti u koeficijentima pouzdanosti. Izolirani faktor ,,pokriva“ 72,19 % ukupne vrijednosti matrice korelacije cestica te ukazuje na postojanje zajednickog predmeta mjerenja u ovom slucaju sposobnosti koordinacije i preciznosti. Iako je test namijenjen za koristenje u dobi od 6 do 11 godina za provjeru sposobnosti polaznika Univerzalne sportske skole njegova primjena kod starijih ispitanika pokazala je dobra metrijska svojstva i mogucnost primjene u praksi kod ove skupine studentica. S obzirom na mali broj sudionika u istraživanju preporuca se daljnja provjera njegovih metrijskih karakteristika na osjetno vecem uzorku. Kljucne rijeci: motoricke sposobnosti, studentice, rani i predskolski odgoj i obrazovanje
摘要本文的目的是确定“球-脚-墙”(Bos, 2001，根据Crnokic, 2011)对早教和学前教育学生样本的协调性和精度测试的度量特征。本研究样本包括佩特里尼亚师范学院一年级和二年级的25名学生。在描述性统计的旁边，检验了分布的正态性、可靠性系数和粒子之间的平均相关性。采用成分分析对因子结构进行检验。结果表明，可靠度系数值令人满意。孤立因子“掩盖”了相关矩阵总价值的72.19%，表明存在一个共同的测量对象，即运动技能的协调性和精确性。尽管该测试旨在用于6-11岁的儿童，以验证通用体校参与者的技能(Bos, 2001年根据Crnokic, 2011年)，但其在老年参与者中的使用显示出良好的度量特征，可以用于该年龄组学生的实践。考虑到研究中参与者的数量较少，为了进一步确定该测试的度量特征，建议使用更大的样本。关键词:运动技能，女学生，早期学前教育——Sažetak Cilj rada je utvrditi metrijske karakteristke testa ordinacije i preciznosti,Lopta - noga - zid " na uzorku student, ranog i predskolskog odgoja i obrazovanja。Uzorak sudionica, istraživanju cinilo, 25名学生证明了其药物goine Uciteljskog fakulteta Odsjeka u Petrinji。1 .统计分析与统计分析与正常分布的关系;统计分析与统计分析与预测的关系;统计分析与预测的关系među。Faktorska striktura provjerena je komponentnom analom。Dobiveni rezultai pokazali su zadovoljavajuice vrijednosti u koefficijentima pouzdanosti。[3] [j] .吉林大学学报(自然科学版)，1997,19 (1). [1]. ukupne vrijednosti matrix korelacije cestica ukazuje, postojanje zajednickog prepremeta mjerenja u from slucaju sposobnosti koordinacije i preciznosti。Iako je test namjenjen za koristenje u dobi od 6 do 11 godina za provjeru sposobnosti polaznika Univerzalne sportske skole njegova primjena kold starijih ispitanika pokazala je dobra metrijska svojstva i mogucnost prijene u praksi kod oskupine学生。S obziom na mali broj sudionika u istraživanju preporuca se daljnja provjera njegovih metrijskih karakteristika na osjetno vecem uzorku。kljune rijeci:摩托车爱好者，学生，rani i predskolski odgoj i obrazovanje
{"title":"Metric characteristics of the coordination and precision test / Metrijske karakteristike testa koordinacije i preciznosti","authors":"Marija Lorger, Marija Zegnal Koretić, Srna Jenko Miholić","doi":"10.15516/CJE.V19I0.2661","DOIUrl":"https://doi.org/10.15516/CJE.V19I0.2661","url":null,"abstract":"Abstract The aim of the paper was to determine metric characteristics of the coordination and precision test named “ball-foot-wall” (Bos, 2001 according to Crnokic, 2011) on a sample of early and pre-school education students. The study sample consisted of 25 students first and second year of the Faculty of teacher education in Petrinja. Next to descriptive statistics, normality of distribution was tested, coefficients of reliability and the average correlation between the particles. Factor structure was checked with component analysis. The results showed satisfactory values of reliability coefficients. The isolated factor “covered up” 72.19% of the total value of the correlation matrix and indicates the existence of a common object of measurement, in this case, motoric skills coordination and precision. Although, the test was intended for use with children, age 6-11, to verify Universal sports school participants’ skills (Bos, 2001 according to Crnokic, 2011) its use with elderly participants showed good metric characteristics and can be used in practice with this age group of students. Given to the small number of participants in the study for further determination of metric characteristics of this test it is recommended significantly larger sample. Key words: motor skills, female students, early and pre-school education --- Sažetak Cilj rada je utvrditi metrijske karakteristike testa koordinacije i preciznosti ,,Lopta – noga – zid“ na uzorku studentica ranog i predskolskog odgoja i obrazovanja. Uzorak sudionica u istraživanju cinilo je 25 studentica prve i druge godine Uciteljskog fakulteta Odsjeka u Petrinji. Uz deskriptivnu statistiku testiran je normalitet distribucija, izracunati su koeficijenti pouzdanosti i prosjecna korelacija među cesticama. Faktorska struktura provjerena je komponentnom analizom. Dobiveni rezultati pokazali su zadovoljavajuce vrijednosti u koeficijentima pouzdanosti. Izolirani faktor ,,pokriva“ 72,19 % ukupne vrijednosti matrice korelacije cestica te ukazuje na postojanje zajednickog predmeta mjerenja u ovom slucaju sposobnosti koordinacije i preciznosti. Iako je test namijenjen za koristenje u dobi od 6 do 11 godina za provjeru sposobnosti polaznika Univerzalne sportske skole njegova primjena kod starijih ispitanika pokazala je dobra metrijska svojstva i mogucnost primjene u praksi kod ove skupine studentica. S obzirom na mali broj sudionika u istraživanju preporuca se daljnja provjera njegovih metrijskih karakteristika na osjetno vecem uzorku. Kljucne rijeci: motoricke sposobnosti, studentice, rani i predskolski odgoj i obrazovanje","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"55 1","pages":"145-154"},"PeriodicalIF":0.2,"publicationDate":"2018-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72813339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The present study examined the role of L1 and L2 literacy in the acquisition of English (L3) relative clauses. It was based on a correlational research design and included 100 female high school students from two educational districts of Tabriz (an Azeri-speaking city in Iran). The Oxford Solutions Placement Test, a questionnaire, and two syntactic structure tests were administered to the participants. The statistical analyses revealed: (1) no significant correlation between the bilinguals' level of literacy skills in their L1 and their acquisition of English (L3) relative clauses; (2) a significant correlation between the bilinguals' level of literacy skills in their L2 and their acquisition of English (L3) relative clauses. Key words: bilingualism; first and second language; literacy skills; third language acquisition. --- Sažetak U ovom je istraživanju analizirana uloga pismenosti na prvom (J1) i drugom (J2) jeziku u ovladavanju trecim (J3) jezikom kod dvojezicnih ispitanica koje su usvajale relativne recenice na engleskom jeziku. Pritom se koristio korelacijski nacrt istraživanja u kojem je sudjelovalo 100 ucenica srednje skole, odabranih iz dvaju obrazovnih podrucja u Tabrizu (grad u Iranu u kojem se govori azerski jezik). Od instrumenata su se koristili: test engleskog jezika (eng. The Oxford Solutions Placement Test), upitnik i dva testa za provjeru znanja o sintaktickim strukturama. Statisticke su analize otkrile da: (1) ne postoji znacajna korelacija između razine pismenosti na prvom jeziku kod dvojezicnih ucenica i njihova usvajanja relativnih recenica na engleskom kao trecem jeziku; (2) postoji znacajna korelacija između razine pismenosti na drugom jeziku kod dvojezicnih ucenica i njihova usvajanja relativnih recenica na engleskom kao trecem jeziku. Kljucne rijeci: dvojezicnost; prvi i drugi jezik; vjestine citanja i pisanja; ovladavanje trecim jezikom.
摘要本研究考察了母语和二语读写能力在英语三级关系从句习得中的作用。它基于一项相关研究设计，包括来自大不里士(伊朗讲阿塞拜疆语的城市)两个教育区的100名女高中生。牛津解决方案安置测试，问卷调查和两个句法结构测试被执行给参与者。统计分析表明:(1)双语者的母语读写能力水平与英语三级关系从句习得无显著相关;(2)双语者的二语读写能力水平与英语三语关系从句习得之间存在显著的相关关系。关键词:双语;第一和第二语言;读写能力;第三语言习得。——Sažetak U ovom je istraživanju analyizirana uloga pismenosti na provom (J1) i drugom (J2) jeziku U ovladavanju trecim (J3) jezikom kod dvojezicnih ispitanica koje su usvajale相对新近，na engleskom jeziku。pripriom se korisio korelacisski jezik istraživanja . kojem je sudjelovalo 100 . ucenica sresnje skole, odabranih . dobrazovnih podrucja u Tabrizu (grad u Iranu kojem se govoraziski jezik)。旧仪器，如:测试英语(英文)。牛津解决方案分班测试(牛津解决方案分班测试)，这是一项非常重要的测试。统计分析:(1)nepostoji znacajna korelacija između razine pismenosti na proprom jeziku kovojezicnih ucenica i njihova usvajanja相对于最近的nengleskom kao trerecem jeziku;(2) postoji znacajna korelacija između razine pismenosti na drugom jeziku kod vojezicnih ucenica I njihova usvajanja相对于最近的研究，engleskom kao trerecem jeziku。kljune rijeci: dvojezicnost;Prvi I药物;Vjestine citanja I pisanja;Ovladavanje trecim jezikom。
{"title":"The Relationship between L1/L2 Literacy and L3 Acquisition/Odnos između J1/J2 pismenosti i ovladavanja trećim jezikom","authors":"Laleh Moghtadi","doi":"10.15516/CJE.V19I4.2368","DOIUrl":"https://doi.org/10.15516/CJE.V19I4.2368","url":null,"abstract":"Abstract The present study examined the role of L1 and L2 literacy in the acquisition of English (L3) relative clauses. It was based on a correlational research design and included 100 female high school students from two educational districts of Tabriz (an Azeri-speaking city in Iran). The Oxford Solutions Placement Test, a questionnaire, and two syntactic structure tests were administered to the participants. The statistical analyses revealed: (1) no significant correlation between the bilinguals' level of literacy skills in their L1 and their acquisition of English (L3) relative clauses; (2) a significant correlation between the bilinguals' level of literacy skills in their L2 and their acquisition of English (L3) relative clauses. Key words: bilingualism; first and second language; literacy skills; third language acquisition. --- Sažetak U ovom je istraživanju analizirana uloga pismenosti na prvom (J1) i drugom (J2) jeziku u ovladavanju trecim (J3) jezikom kod dvojezicnih ispitanica koje su usvajale relativne recenice na engleskom jeziku. Pritom se koristio korelacijski nacrt istraživanja u kojem je sudjelovalo 100 ucenica srednje skole, odabranih iz dvaju obrazovnih podrucja u Tabrizu (grad u Iranu u kojem se govori azerski jezik). Od instrumenata su se koristili: test engleskog jezika (eng. The Oxford Solutions Placement Test), upitnik i dva testa za provjeru znanja o sintaktickim strukturama. Statisticke su analize otkrile da: (1) ne postoji znacajna korelacija između razine pismenosti na prvom jeziku kod dvojezicnih ucenica i njihova usvajanja relativnih recenica na engleskom kao trecem jeziku; (2) postoji znacajna korelacija između razine pismenosti na drugom jeziku kod dvojezicnih ucenica i njihova usvajanja relativnih recenica na engleskom kao trecem jeziku. Kljucne rijeci: dvojezicnost; prvi i drugi jezik; vjestine citanja i pisanja; ovladavanje trecim jezikom.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"20 1","pages":"1233-1264"},"PeriodicalIF":0.2,"publicationDate":"2018-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84393094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
U okviru kinezioloskih aktivnosti a uzimajuci u obzir Nichollsovu teoriju ciljne orijentacije razlikujemo usmjerenost na zadatak odnosno razvoj vjestine i usmjerenost na izvedbu odnosno rezultat, prema kojoj ucenici prosuđuju vlastitu kompetentnost. Osnovni cilj i znacaj rada bio je utvrditi postojanje spolnih razlika u usmjerenosti prema zadatku i prema rezultatu kod ucenika srednjih skola. Uzorak ispitanika formiran je od ukupno 211 ucenika i ucenica u dobi od 14 do 17 godina (N=211, Nž=80, Nm=131). Individualne razlike u ciljnoj orijentaciji srednjoskolaca procijenjene su Upitnikom ciljne orijentacije u sportu-TEOSQ (Duda i sur., 1995, adaptirala za hrvatsku populaciju Baric, 2001). Izracunati su osnovni deskriptivni pokazatelji, a t-test primijenjen je za ispitivanje razlika u ciljnoj orijentaciji s obzirom na spol. Rezultati pokazuju da postoje spolne razlike u usmjerenosti na rezultat. Iako su ucenici vise usmjereni na rezultat od ucenica (t=-3.9; p=0.00), rezultati ukazuju da su i ucenici i i ucenice dominantno usmjereni na zadatak. Zakljucuje se da srednjoskolci imaju poželjnu ciljnu orijentaciju koja ucenike usmjerava ka ucenju novih vjestina, postizanju osobnog napretka, te izvrsavanju postavljenih zadataka. Kljucne rijeci : adolescenti; motivacija, razlike prema spolu; usmjerenost na rezultat; usmjerenost prema zadatku--- Normal 0 false false false EN-US X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} Within kinesiology activities, concerning Nichollas achievement theory, we distinguish 'task' goal orientation/involvement and 'ego' goal orientation/involvement, according to which students judged their own competence. The main aim and significance of this study are to determine the existence of gender differences in task and ego orientation among high school students. The sample of examinees is consisted of 211 high school students, boys and girls aged between 14 to 17 years (N=211, N f =80, N m =131). Individual differences in goal orientation of the students have been assessed by the Task and Ego Orientation in Sport Questionnaire - TEOSQ. The basic descriptive indicators were calculated, and the t-test was applied to test differences in goal orientation according to gender. The results show that there are gender differences in ego orientation. Although m
{"title":"Spolne razlike u ciljnoj orijentaciji srednjoškolaca na satovima tjelesne i zdravstvene kulture/ Gender Differences In Goal Orientation Between High School Students On Physical Education Classes","authors":"J. Alić","doi":"10.15516/CJE.V19I0.2691","DOIUrl":"https://doi.org/10.15516/CJE.V19I0.2691","url":null,"abstract":"U okviru kinezioloskih aktivnosti a uzimajuci u obzir Nichollsovu teoriju ciljne orijentacije razlikujemo usmjerenost na zadatak odnosno razvoj vjestine i usmjerenost na izvedbu odnosno rezultat, prema kojoj ucenici prosuđuju vlastitu kompetentnost. Osnovni cilj i znacaj rada bio je utvrditi postojanje spolnih razlika u usmjerenosti prema zadatku i prema rezultatu kod ucenika srednjih skola. Uzorak ispitanika formiran je od ukupno 211 ucenika i ucenica u dobi od 14 do 17 godina (N=211, Nž=80, Nm=131). Individualne razlike u ciljnoj orijentaciji srednjoskolaca procijenjene su Upitnikom ciljne orijentacije u sportu-TEOSQ (Duda i sur., 1995, adaptirala za hrvatsku populaciju Baric, 2001). Izracunati su osnovni deskriptivni pokazatelji, a t-test primijenjen je za ispitivanje razlika u ciljnoj orijentaciji s obzirom na spol. Rezultati pokazuju da postoje spolne razlike u usmjerenosti na rezultat. Iako su ucenici vise usmjereni na rezultat od ucenica (t=-3.9; p=0.00), rezultati ukazuju da su i ucenici i i ucenice dominantno usmjereni na zadatak. Zakljucuje se da srednjoskolci imaju poželjnu ciljnu orijentaciju koja ucenike usmjerava ka ucenju novih vjestina, postizanju osobnog napretka, te izvrsavanju postavljenih zadataka. Kljucne rijeci : adolescenti; motivacija, razlike prema spolu; usmjerenost na rezultat; usmjerenost prema zadatku--- Normal 0 false false false EN-US X-NONE X-NONE /* Style Definitions */ \u0000 table.MsoNormalTable \u0000 {mso-style-name:\"Table Normal\"; \u0000 mso-tstyle-rowband-size:0; \u0000 mso-tstyle-colband-size:0; \u0000 mso-style-noshow:yes; \u0000 mso-style-priority:99; \u0000 mso-style-qformat:yes; \u0000 mso-style-parent:\"\"; \u0000 mso-padding-alt:0cm 5.4pt 0cm 5.4pt; \u0000 mso-para-margin-top:0cm; \u0000 mso-para-margin-right:0cm; \u0000 mso-para-margin-bottom:10.0pt; \u0000 mso-para-margin-left:0cm; \u0000 line-height:115%; \u0000 mso-pagination:widow-orphan; \u0000 font-size:11.0pt; \u0000 font-family:\"Calibri\",\"sans-serif\"; \u0000 mso-ascii-font-family:Calibri; \u0000 mso-ascii-theme-font:minor-latin; \u0000 mso-fareast-font-family:\"Times New Roman\"; \u0000 mso-fareast-theme-font:minor-fareast; \u0000 mso-hansi-font-family:Calibri; \u0000 mso-hansi-theme-font:minor-latin;} \u0000 Within kinesiology activities, concerning Nichollas achievement theory, we distinguish 'task' goal orientation/involvement and 'ego' goal orientation/involvement, according to which students judged their own competence. The main aim and significance of this study are to determine the existence of gender differences in task and ego orientation among high school students. The sample of examinees is consisted of 211 high school students, boys and girls aged between 14 to 17 years (N=211, N f =80, N m =131). Individual differences in goal orientation of the students have been assessed by the Task and Ego Orientation in Sport Questionnaire - TEOSQ. The basic descriptive indicators were calculated, and the t-test was applied to test differences in goal orientation according to gender. The results show that there are gender differences in ego orientation. Although m","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"110 1","pages":"171-188"},"PeriodicalIF":0.2,"publicationDate":"2018-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85351335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study is focused on lexical cross-linguistic influences in Spanish third language (L3) acquisition. Participants are second and third year students of the American College of Management and Technology with Croatian as their first language (L1) and English as their second language (L2). The study investigates the relationship between proficiency level and error production. The results show that the absolute number of lexical errors decreases as experience with the language increases, but in qualitative terms, some types of lexical transfer such as calques (literal translations) increase with proficiency. The results also show that the type of language transfer can be related to formal similarity of certain features or language components, and therefore English L2 is found to be the main source of lexical tansfer.
{"title":"Cross-Linguistic Influences in Third Language Acquisition (Spanish) and the Relationship between Language Proficiency and Types of Lexical Errorsaka","authors":"Barbara Perić, Sonja Novak Mijić","doi":"10.15516/CJE.V19I0.2619","DOIUrl":"https://doi.org/10.15516/CJE.V19I0.2619","url":null,"abstract":"This study is focused on lexical cross-linguistic influences in Spanish third language (L3) acquisition. Participants are second and third year students of the American College of Management and Technology with Croatian as their first language (L1) and English as their second language (L2). The study investigates the relationship between proficiency level and error production. The results show that the absolute number of lexical errors decreases as experience with the language increases, but in qualitative terms, some types of lexical transfer such as calques (literal translations) increase with proficiency. The results also show that the type of language transfer can be related to formal similarity of certain features or language components, and therefore English L2 is found to be the main source of lexical tansfer.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"92 1","pages":"91-107"},"PeriodicalIF":0.2,"publicationDate":"2018-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75566121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Vasileva, Toni Malinovski, Tatjana Vasileva-Stojanovska, V. Trajkovik
Abstract Even though the potential of game-based learning is widely recognized, we need to understand students to effectively integrate games in the classroom environment. This study aims to identify relevant factors that influence students’ experience during the integration of traditional children’s games into the elementary school program. The research involved 142 students from different elementary schools who participated in multiple learning sessions with pure game-based activities or games technologically enhanced with asynchronous/synchronous distance learning. A structural equation model was developed and tested using students’ responses to a survey conducted after each session. The results suggest that students’ experience is directly influenced by their motivation to participate in the new environment, their attitude during purely game-based classes, and technological behaviour during classes with distance learning activities. We also found that students of different ages showed similar subjective experience and identified a clear distinction between students’ views and learning outcomes during in-class gaming and asynchronous/synchronous conditions. Key words: classroom games; elementary school; game-based learning; structural equation model; students’ experience. --- Sažetak Iako je potencijal ucenja zasnovanog na igri siroko prepoznat, ucinkovita integracija igara u okruženje ucionice prije svega zahtijeva bolje razumijevanje ucenika. Cilj ovog istraživanja jest identificirati relevantne cimbenike koji utjecu na iskustva ucenika prilikom integracije tradicionalnih djecjih igara u program osnovne skole. U istraživanju su sudjelovala 142 ucenika iz razlicitih osnovnih skola, koji su pohađali veci broj sati na kojima su se koristile iskljucivo aktivnosti zasnovane na igri, odnosno igre tehnoloski pojacane (a)sinkronim ucenjem na daljinu. U sklopu istraživanja razvijen je model zasnovan na strukturnim jednadžbama, koji je testiran uz pomoc odgovora ucenika, prikupljenih s pomocu anketa provođenih nakon svakog sata. Rezultati sugeriraju da na iskustvo ucenika izravno utjece njihova motivacija za sudjelovanje u novom okruženju, njihovi stavovi (u vezi sa satima zasnovanim iskljucivo na igri), kao i tehnoloska ucinkovitost (u vezi sa satima koji ukljucuju aktivnosti zasnovane na ucenju na daljinu). Također smo ustanovili da ucenici razlicite dobi dijele slicna subjektivna iskustva te identificirali jasnu razliku između stavova ucenika i ishoda ucenja u kontekstu igranja u ucionici i (a)sinkronog ucenja. Kljucne rijeci: igre u ucionici; osnovna skola; ucenje zasnovano na igri; model strukturne jednadžbe; iskustvo ucenika.
尽管基于游戏的学习的潜力已得到广泛认可，但我们需要了解学生如何有效地将游戏融入课堂环境。本研究旨在找出影响学童在传统儿童游戏融入小学课程时体验的相关因素。该研究涉及来自不同小学的142名学生，他们参加了多个纯粹基于游戏的学习课程，或通过异步/同步远程学习技术增强的游戏。我们开发了一个结构方程模型，并利用学生对每节课后进行的调查的回答进行了测试。结果表明，学生的体验直接受到他们参与新环境的动机、他们在纯游戏类课程中的态度以及在远程学习活动类课程中的技术行为的影响。我们还发现，不同年龄的学生表现出相似的主观体验，并确定了学生在课堂游戏和异步/同步条件下的观点和学习结果之间的明显区别。关键词:课堂游戏;小学;基于游戏的学习;结构方程模型;学生的经验。--- Sažetak Iako je potentiicialucenja zasnovanog na igri siroko prepozna, ucinkovita integracija igara u okruženje ucionice prije svega zahtijeva bolje razumijevanje ucenika。[j] ovog istraživanja [j] ovog [j] ovog [j] ovog [j] ovog [j] ovog] jj [j] ovog [j] ovog] jj [j] ovog] jj [j] ovog] jj [j] ovog];U istraživanju su sudjelovala 142 ucenika iz osnovnih skola, koji su pohađali veci broj sati na kojima su se koristile iskljuivo aktivnosti zasnovane na igri, odnosnoigre technoloski pojacane (a)sinkronim ucenjem na daljinu。U sklopu istraživanja razvijen je model zasnovan na strukturnim jednadžbama, koji je testiran uz pomoc odgovora ucenika, prikupljenih s pomocu anketa provođenih nakon svakog sata。Rezultati suggeriraju da na iskustvo ucenika izravno ujhova motivacija za sudjelovanje u novom okruženju, njihovi stavovi (uvezi sa satima zasnovanim iskljuucuju aktivnosti zasnovane na ucenju na daljinu)， kai tehnoloska ucinkovitost (uvezi sa satima koji ukljuuju aktivnosti zasnovane na ucenju na daljinu)。Također smo ustanovili da ucenici razlicite dobi dijele slicna subjjektivna iskustva identiirali jasnu razliku između stavova ucenika i ishoda ucenja u kontekstu igranja u ucionici i (a)sinkronog ucenja。kljune rijeci;osnovna skola;unenje zasnovano na igri;模型结构转向jednadžbe;iskustvo ucenika。
{"title":"Students’ Experience during the Integration of Traditional Games into the Elementary School Program/Učenička iskustva integracije tradicionalnih igara u osnovnoškolski program","authors":"M. Vasileva, Toni Malinovski, Tatjana Vasileva-Stojanovska, V. Trajkovik","doi":"10.15516/CJE.V20I1.2386","DOIUrl":"https://doi.org/10.15516/CJE.V20I1.2386","url":null,"abstract":"Abstract Even though the potential of game-based learning is widely recognized, we need to understand students to effectively integrate games in the classroom environment. This study aims to identify relevant factors that influence students’ experience during the integration of traditional children’s games into the elementary school program. The research involved 142 students from different elementary schools who participated in multiple learning sessions with pure game-based activities or games technologically enhanced with asynchronous/synchronous distance learning. A structural equation model was developed and tested using students’ responses to a survey conducted after each session. The results suggest that students’ experience is directly influenced by their motivation to participate in the new environment, their attitude during purely game-based classes, and technological behaviour during classes with distance learning activities. We also found that students of different ages showed similar subjective experience and identified a clear distinction between students’ views and learning outcomes during in-class gaming and asynchronous/synchronous conditions. Key words: classroom games; elementary school; game-based learning; structural equation model; students’ experience. --- Sažetak Iako je potencijal ucenja zasnovanog na igri siroko prepoznat, ucinkovita integracija igara u okruženje ucionice prije svega zahtijeva bolje razumijevanje ucenika. Cilj ovog istraživanja jest identificirati relevantne cimbenike koji utjecu na iskustva ucenika prilikom integracije tradicionalnih djecjih igara u program osnovne skole. U istraživanju su sudjelovala 142 ucenika iz razlicitih osnovnih skola, koji su pohađali veci broj sati na kojima su se koristile iskljucivo aktivnosti zasnovane na igri, odnosno igre tehnoloski pojacane (a)sinkronim ucenjem na daljinu. U sklopu istraživanja razvijen je model zasnovan na strukturnim jednadžbama, koji je testiran uz pomoc odgovora ucenika, prikupljenih s pomocu anketa provođenih nakon svakog sata. Rezultati sugeriraju da na iskustvo ucenika izravno utjece njihova motivacija za sudjelovanje u novom okruženju, njihovi stavovi (u vezi sa satima zasnovanim iskljucivo na igri), kao i tehnoloska ucinkovitost (u vezi sa satima koji ukljucuju aktivnosti zasnovane na ucenju na daljinu). Također smo ustanovili da ucenici razlicite dobi dijele slicna subjektivna iskustva te identificirali jasnu razliku između stavova ucenika i ishoda ucenja u kontekstu igranja u ucionici i (a)sinkronog ucenja. Kljucne rijeci: igre u ucionici; osnovna skola; ucenje zasnovano na igri; model strukturne jednadžbe; iskustvo ucenika.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"48 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2018-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87020312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The right to education constitutes a fundamental human right and is the focus of numerous international agreements, conventions, as well as scientific and expert research. Grounded in a human rights perspective, this study aims to understand the involvement of children with disabilities in early education programs. The participants—parents of children with disabilities (N=10)—reported challenges faced while enrolling their children with disabilities in early education institutions, including insufficient support or even denied enrolment. Study participants also emphasized challenges extending beyond enrolment: children’s stays in daycare had been limited, children were insufficiently included in extracurricular activities, and parents encountered organizational challenges in securing financing for special needs assistants. While satisfied with the personal competencies of teachers, participants were dissatisfied with the teachers’ professional skills and were equally dissatisfied with the performance of the professional team. Some participants recounted discrimination against their children. In conclusion, these narratives reveal “vulnerabilities” of the early education system. Given the importance of educational inclusion for children with disabilities, this topic requires continued attention. Key words: children with disabilities; Croatia; early education; inclusion. --- Sažetak Pravo na obrazovanje temeljno je ljudsko pravo i u sredistu je brojnih međunarodnih ugovora, konvencija, znanstvenih i strucnih istraživanja. Ovaj rad temelji se na modelu ljudskih prava i cilj mu je istražiti ukljucenost djece s teskocama u programe ranog odgoja i obrazovanja. Sudionici istraživanja – roditelji djece s teskocama u razvoju (N = 10) opisuju izazove s kojima se suocavaju prilikom upisa djeteta s teskocama u predskolske ustanove, izražavaju nedostatak podrske kod upisa ili cak nemogucnost upisa svog djeteta u predskolsku ustanovu. Također, sudionici nailaze na izazove unutar samog vrtica. Djetetu se ogranicava boravak u skupini, smatraju da postoji nedovoljna ukljucenost djeteta s teskocama u aktivnosti, a naglasavaju organizacijske poteskoce vezane uz osiguranje rada asistenta. Sudionici su zadovoljni osobnim kompetencijama odgojiteljica, ali su nezadovoljni njihovim profesionalnim kompetencijama, bas kao sto svoje nezadovoljstvo iskazuju i u vezi s radom strucnog tima. Neki su sudionici spomenuli diskriminaciju djece. Zakljucno, ti iskazi otkrivaju "ranjivosti" ranog obrazovnog sustava. S obzirom na važnost ukljucivanja u obrazovanje za djecu s teskocama u razvoju, ova tema zahtijeva stalnu pozornost. Kljucne rijeci: djeca s teskocama u razvoju; Hrvatska; inkluzija; rani odgoj i obrazovanje.
受教育权是一项基本人权，是众多国际协定、公约以及科学和专家研究的重点。本研究从人权的角度出发，旨在了解残疾儿童在早期教育项目中的参与情况。参与者——残疾儿童的父母(N=10)——报告了残疾儿童在早期教育机构入学时面临的挑战，包括支持不足甚至被拒绝入学。研究参与者还强调了入学以外的挑战:儿童在日托所的停留时间有限，儿童没有充分参与课外活动，父母在为特殊需要助理争取资金方面遇到了组织方面的挑战。在对教师个人能力满意的同时，参与者对教师的专业技能不满意，对专业团队的表现同样不满意。一些参与者讲述了他们的孩子受到的歧视。总之，这些叙述揭示了早期教育系统的“脆弱性”。鉴于教育包容对残疾儿童的重要性，这一主题需要持续关注。关键词:残疾儿童;克罗地亚;早期教育;包容。--- Sažetak Pravo na obrazovanje temeljno je jjudsko Pravo i u sredistu je brojnih međunarodnih ugovora, konvencija, znanstvenih i strucnih istraživanja。ovajrad temelji使用了一个模型，该模型由jjskih pravi cilj mu je istražiti ukljuenenst jejes为teskocama提供了程序ranog odgoja obrazovanja。Sudionici istraživanja - roditelji djece s teskocama u razvoju (N = 10) opisuju izazove s kojima se suocavaju priilikom upisa djeteta s tesocaju predskolske ustanovu, izražavaju nedostatak podraske kosama u predskolsku ustanovu, nemogucnost upisa svog djeteta u predskolsku ustanovu。Također, sudionici nail - aze na - izazove unutar samog vrtica。Djetetu se ogranicava boravak u skupini, smatraju da postoji nedovoljna ukujucenest . djeteta s teskocama u aktivnosti，这是一个印度的组织，以poeskoce vezane uz osigururje rada援助为目的。Sudionici su zadovoljni osobnim kompetencijama odgojiteljica, ali su nezadovoljni njihovim professional nipetencijama，已经kao to svoje nezadovoljstvo iskazuju是一个随机结构时间。Neki su sudionii spomenuli diskriminaciju djece。zakljuno, ti iskazi otkrivaju "ranjivosti" ranog obrazovnog susava。S obziom na važnost ukljucivanja u obrazovanje za djecu S teskocama u razvoju, ova tema zahtijeva stalnu pozornost。kjjune rijeci: djeca s teskocama u razvoju;赫尔瓦次卡;inkluzija;Rani odgoj I obrazovanje。
{"title":"The Right to Education for Children with Disabilities from the Earliest Age/Pravo na odgoj i obrazovanje djece s teškoćama od najranije dobi","authors":"M. Babić, Sara Tkalec, Leah P. Cheatham","doi":"10.15516/CJE.V20I1.2494","DOIUrl":"https://doi.org/10.15516/CJE.V20I1.2494","url":null,"abstract":"Abstract The right to education constitutes a fundamental human right and is the focus of numerous international agreements, conventions, as well as scientific and expert research. Grounded in a human rights perspective, this study aims to understand the involvement of children with disabilities in early education programs. The participants—parents of children with disabilities (N=10)—reported challenges faced while enrolling their children with disabilities in early education institutions, including insufficient support or even denied enrolment. Study participants also emphasized challenges extending beyond enrolment: children’s stays in daycare had been limited, children were insufficiently included in extracurricular activities, and parents encountered organizational challenges in securing financing for special needs assistants. While satisfied with the personal competencies of teachers, participants were dissatisfied with the teachers’ professional skills and were equally dissatisfied with the performance of the professional team. Some participants recounted discrimination against their children. In conclusion, these narratives reveal “vulnerabilities” of the early education system. Given the importance of educational inclusion for children with disabilities, this topic requires continued attention. Key words: children with disabilities; Croatia; early education; inclusion. --- Sažetak Pravo na obrazovanje temeljno je ljudsko pravo i u sredistu je brojnih međunarodnih ugovora, konvencija, znanstvenih i strucnih istraživanja. Ovaj rad temelji se na modelu ljudskih prava i cilj mu je istražiti ukljucenost djece s teskocama u programe ranog odgoja i obrazovanja. Sudionici istraživanja – roditelji djece s teskocama u razvoju (N = 10) opisuju izazove s kojima se suocavaju prilikom upisa djeteta s teskocama u predskolske ustanove, izražavaju nedostatak podrske kod upisa ili cak nemogucnost upisa svog djeteta u predskolsku ustanovu. Također, sudionici nailaze na izazove unutar samog vrtica. Djetetu se ogranicava boravak u skupini, smatraju da postoji nedovoljna ukljucenost djeteta s teskocama u aktivnosti, a naglasavaju organizacijske poteskoce vezane uz osiguranje rada asistenta. Sudionici su zadovoljni osobnim kompetencijama odgojiteljica, ali su nezadovoljni njihovim profesionalnim kompetencijama, bas kao sto svoje nezadovoljstvo iskazuju i u vezi s radom strucnog tima. Neki su sudionici spomenuli diskriminaciju djece. Zakljucno, ti iskazi otkrivaju \"ranjivosti\" ranog obrazovnog sustava. S obzirom na važnost ukljucivanja u obrazovanje za djecu s teskocama u razvoju, ova tema zahtijeva stalnu pozornost. Kljucne rijeci: djeca s teskocama u razvoju; Hrvatska; inkluzija; rani odgoj i obrazovanje.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"37 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2018-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88284033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The media elements used in education continuously develop as a result of technological development, and virtual and augmented reality (AR) applications have consequently become much more significant. Augmented reality is a technology that combines virtual objects with the real world and provides simultaneous interaction between virtual objects and reality. This kind of technology lies between virtual reality (VR) and reality, where users are placed entirely in computergenerated virtual environments. This study aims to determine the opinions of preschool teachers on the use of augmented reality technologies in preschool science education. The data were obtained through interviews, which is a qualitative data collection method. This research is characterised by the fact that it is the first study to use the augmented reality technology for science education in the preschool period. According to the data obtained from the study, AR technology has positively influenced the learning and teaching processes in preschool education. Moreover, it has been concluded that this technology supports pupils in the use of technology and it also draws their attention to the lesson, while helping preschool teachers teach about different characteristics of objects.
{"title":"Preschool Teachers’ Opinions on the Use of Augmented Reality Application in Preschool Science Education","authors":"Fezile Ozdamli, Damla Karagozlu","doi":"10.15516/CJE.V20I1.2626","DOIUrl":"https://doi.org/10.15516/CJE.V20I1.2626","url":null,"abstract":"The media elements used in education continuously develop as a result of technological development, and virtual and augmented reality (AR) applications have consequently become much more significant. Augmented reality is a technology that combines virtual objects with the real world and provides simultaneous interaction between virtual objects and reality. This kind of technology lies between virtual reality (VR) and reality, where users are placed entirely in computergenerated virtual environments. This study aims to determine the opinions of preschool teachers on the use of augmented reality technologies in preschool science education. The data were obtained through interviews, which is a qualitative data collection method. This research is characterised by the fact that it is the first study to use the augmented reality technology for science education in the preschool period. According to the data obtained from the study, AR technology has positively influenced the learning and teaching processes in preschool education. Moreover, it has been concluded that this technology supports pupils in the use of technology and it also draws their attention to the lesson, while helping preschool teachers teach about different characteristics of objects.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"63 1","pages":"43-74"},"PeriodicalIF":0.2,"publicationDate":"2018-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74588749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Education research results point to frequent misconceptions of basic chemical concepts among students at all levels of education. One reason for this is the abstract nature of the subject, which requires higher cognitive abilities of students in the learning process. Considering these insights, research was conducted with the aim to identify and analyze students’ misconceptions associated with the concept of chemical equation. The results served to design and implement a quasi-experiment aiming to enhance teaching of the mentioned concept, which is presently under way. The research, conducted in December 2013, included 357 eighth grade students from several primary schools. Multiple-choice questions were used in assessing the ability of associating two different ways of presenting a chemical reaction, namely chemical equation and particulate drawing. Analysis of the collected data revealed different misconceptions associated with insufficient understanding of the concepts of atom and molecule, stoichiometric number and index, reaction system and elementary reaction, and difficulties in applying the law of conservation of mass. The research results emphasize the value of particulate drawing as a teaching tool whose application in assessing knowledge enables an analysis of the conceptual understanding of the chemical equation. Key words: basic chemical concepts; chemical equation; misconception; particulate drawing. --- Sažetak Rezultati edukacijskih istraživanja ukazuju na ucestalost pogresnih shvacanja temeljnih kemijskih pojmova kod ucenika svih obrazovnih razina. Uzrok tome je i apstraktna priroda nastavnog predmeta koja od ucenika zahtijeva vise kognitivne sposobnosti pri usvajanju sadržaja. Uzimajuci u obzir te spoznaje, provedeno je istraživanje ciji je cilj bio prepoznati i analizirati pogresna shvacanja ucenika povezana s konceptom jednadžbe kemijske reakcije. Rezultati ovog istraživanja poslužili su za osmisljavanje i provedbu kvazieksperimenta s ciljem unaprjeđenja poucavanja navedenog koncepta, koje je u tijeku. U istraživanju koje je provedeno u prosincu 2013. godine sudjelovalo je 357 ucenika osmih razreda osnovnih skola. Zadatcima visestrukog izbora provjeravana je sposobnost povezivanja dvaju nacina prikaza kemijske promjene, jednadžbom kemijske reakcije i cesticnim crtežom. Analizom prikupljenih podataka uocena su razlicita pogresna shvacanja povezana s nerazumijevanjem pojmova: atom i molekula, stehiometrijski broj i indeks, reakcijski sustav i elementarna pretvorba, kao i poteskoce primjene zakona o ocuvanju mase. Rezultati ovog istraživanja isticu vrijednost cesticnog crteža kao nastavnog alata cija uporaba pri provjeri znanja omogucava analizu konceptualnog razumijevanja jednadžbe kemijske reakcije. Kljucne rijeci: cesticni crtež; jednadžba kemijske reakcije; pogresna shvacanja; temeljni kemijski pojmovi.
摘要教育研究结果表明，各级教育学生对化学基本概念的误解频出。其中一个原因是这门学科的抽象性，这对学生在学习过程中的认知能力要求较高。考虑到这些见解，我们进行了研究，目的是识别和分析学生对化学方程概念的误解。结果有助于设计和实施一个准实验，旨在加强上述概念的教学，目前正在进行中。这项研究于2013年12月进行，调查对象包括来自几所小学的357名八年级学生。多项选择题被用来评估学生将化学反应的两种不同表达方式联系起来的能力，即化学方程式和微粒图。对收集到的数据进行分析，发现对原子和分子、化学计量数和指数、反应体系和基本反应的概念理解不足，以及对质量守恒定律的应用困难等存在不同的误解。研究结果强调了粒子图作为一种教学工具的价值，它在评估知识方面的应用可以分析化学方程的概念理解。关键词:化学基本概念;化学方程式;误解;微粒绘画。--- Sažetak Rezultati edukacijskih istraživanja ukazuju na ucestalost progresnih shvacanja temeljnih kemijskih pojmova kod ucenika svih obrazovnih razina。在此基础上，研究人员提出了一种新的方法，即:在此基础上，研究人员提出了一种新的方法:在此基础上，研究人员提出了一种新的方法:sadržaja。Uzimajuci u obzir the spoznaje, provedeno je istraživanje ciji je cilj bio prepoznati i analyizati pogresna shvacanja ucenika povezana的概念jednadžbe kemijske reakcije。Rezultati ovog istraživanja poslužili su za osmisljavanje被证明，但kvaziek实验的孩子们unaprjeđenja poucavanja navedenog概念，koje je u tijeku。U istraživanju koje je provvedeno U proprosu 2013。Godine sudjelovalo je 357 ucenika osmih razreda osnovniniskola。Zadatcima visestrogogbora provjeravana je sposobnost povezivanja dvaju nacina prikaza kemijske reakcije i cesticnim jednadžbom。分析prikupljenih podataka uococina，例如:razlicita pogresna shvacanja povezana; nerazumijevanjem pojmova:原子与分子，等比计量的trijski brojindex, reakcijski sustav:元素与prevorba, kao:潜在的priprijeine: zakona of ocuvanju mase。Rezultati ovog istraživanja isticu vrijednost cesticnog crtež拷nastavnog alata比赛uporaba pri provjeri znanja omogucava analizu konceptualnog razumijevanja jednadž是kemijske reakcije。kljune rijeci;Jednadžba kemijske reakcije;pogresna shvacanja;Temeljni kemijski pojmovi。
{"title":"Identifying and Analyzing the Misconceptions Associated with the Concept of Chemical Equation","authors":"Sanda Šimičić, D. Mrvoš-sermek","doi":"10.15516/CJE.V20I1.2552","DOIUrl":"https://doi.org/10.15516/CJE.V20I1.2552","url":null,"abstract":"Abstract Education research results point to frequent misconceptions of basic chemical concepts among students at all levels of education. One reason for this is the abstract nature of the subject, which requires higher cognitive abilities of students in the learning process. Considering these insights, research was conducted with the aim to identify and analyze students’ misconceptions associated with the concept of chemical equation. The results served to design and implement a quasi-experiment aiming to enhance teaching of the mentioned concept, which is presently under way. The research, conducted in December 2013, included 357 eighth grade students from several primary schools. Multiple-choice questions were used in assessing the ability of associating two different ways of presenting a chemical reaction, namely chemical equation and particulate drawing. Analysis of the collected data revealed different misconceptions associated with insufficient understanding of the concepts of atom and molecule, stoichiometric number and index, reaction system and elementary reaction, and difficulties in applying the law of conservation of mass. The research results emphasize the value of particulate drawing as a teaching tool whose application in assessing knowledge enables an analysis of the conceptual understanding of the chemical equation. Key words: basic chemical concepts; chemical equation; misconception; particulate drawing. --- Sažetak Rezultati edukacijskih istraživanja ukazuju na ucestalost pogresnih shvacanja temeljnih kemijskih pojmova kod ucenika svih obrazovnih razina. Uzrok tome je i apstraktna priroda nastavnog predmeta koja od ucenika zahtijeva vise kognitivne sposobnosti pri usvajanju sadržaja. Uzimajuci u obzir te spoznaje, provedeno je istraživanje ciji je cilj bio prepoznati i analizirati pogresna shvacanja ucenika povezana s konceptom jednadžbe kemijske reakcije. Rezultati ovog istraživanja poslužili su za osmisljavanje i provedbu kvazieksperimenta s ciljem unaprjeđenja poucavanja navedenog koncepta, koje je u tijeku. U istraživanju koje je provedeno u prosincu 2013. godine sudjelovalo je 357 ucenika osmih razreda osnovnih skola. Zadatcima visestrukog izbora provjeravana je sposobnost povezivanja dvaju nacina prikaza kemijske promjene, jednadžbom kemijske reakcije i cesticnim crtežom. Analizom prikupljenih podataka uocena su razlicita pogresna shvacanja povezana s nerazumijevanjem pojmova: atom i molekula, stehiometrijski broj i indeks, reakcijski sustav i elementarna pretvorba, kao i poteskoce primjene zakona o ocuvanju mase. Rezultati ovog istraživanja isticu vrijednost cesticnog crteža kao nastavnog alata cija uporaba pri provjeri znanja omogucava analizu konceptualnog razumijevanja jednadžbe kemijske reakcije. Kljucne rijeci: cesticni crtež; jednadžba kemijske reakcije; pogresna shvacanja; temeljni kemijski pojmovi.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"14 1","pages":"111-131"},"PeriodicalIF":0.2,"publicationDate":"2018-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73941483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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